本文選題：故事創(chuàng)作 + 英語詞匯策略　； 參考：《廣西師范大學(xué)》2016年碩士論文

【摘要】：教育部最新頒布的新課標(biāo)對(duì)初中畢業(yè)生的英語詞匯能力提出了新的要求,其中的一項(xiàng)重要內(nèi)容就是要理解和領(lǐng)悟詞語的基本含義以及在特定語境中的意義,同時(shí)學(xué)會(huì)運(yùn)用詞匯描述事物、行為、特征和說明概念等。然而,經(jīng)過問卷調(diào)查和初步的行為觀察,我們發(fā)現(xiàn)當(dāng)前中小型城市初中生的英語詞匯學(xué)習(xí)能力不盡如人意,主要表現(xiàn)在他們普遍缺乏語境意識(shí),因而嚴(yán)重影響了詞匯學(xué)習(xí)和運(yùn)用的效率。那么,如何強(qiáng)化他們的語境意識(shí)進(jìn)而有效地提高運(yùn)用詞匯的能力和效率呢?為此,本研究以河南師范大學(xué)附屬中學(xué)初中部2014級(jí)的兩個(gè)普通班級(jí)共計(jì)120名學(xué)生為實(shí)驗(yàn)對(duì)象,將“故事創(chuàng)作”作為英語詞匯教學(xué)的主要模式,開展課堂行動(dòng)研究。研究主要關(guān)注兩個(gè)問題：(1)“故事創(chuàng)作”將使八年級(jí)學(xué)生英語詞匯學(xué)習(xí)產(chǎn)生哪些變化?(2)“故事創(chuàng)作”將對(duì)八年級(jí)學(xué)生英語詞匯學(xué)習(xí)的態(tài)度和理念產(chǎn)生哪些影響?本研究采用學(xué)習(xí)日志和反思日志等形式,重點(diǎn)跟蹤故事創(chuàng)作過程中學(xué)生的英語詞匯學(xué)習(xí)策略、語境意識(shí)以及詞匯學(xué)習(xí)態(tài)度和理念的變化。學(xué)生進(jìn)行“故事創(chuàng)作”的途徑主要有兩種：基于英語課標(biāo)詞匯的原創(chuàng)故事和基于書本內(nèi)容的改寫故事。四個(gè)月的課堂行動(dòng)研究數(shù)據(jù)顯示：(1)學(xué)生的英語詞匯學(xué)習(xí)策略得以豐富,尤其是與故事體裁語境相關(guān)的“思維導(dǎo)圖、聯(lián)想、映像、借助語境推斷、理解生詞的含義”等策略;(2)學(xué)生的“英語詞匯學(xué)習(xí)觀”得以重構(gòu),意識(shí)到興趣、自信、運(yùn)用是最好的老師；(3)學(xué)生把握常用連接詞的能力得以提升,邏輯性思維、反思性思維和創(chuàng)新性思維能力得以強(qiáng)化。本研究側(cè)重于應(yīng)用層面的英語詞匯學(xué)習(xí),理解層面的英語詞匯學(xué)習(xí)將成為后續(xù)的研究重點(diǎn)。
[Abstract]:The new curriculum standard issued by the Ministry of Education has put forward new requirements for the English vocabulary ability of junior high school graduates. One of the important contents is to understand and comprehend the basic meaning of words and their meanings in a specific context. At the same time learn to use vocabulary to describe things, behavior, characteristics and illustrative concepts, etc. However, through questionnaires and preliminary behavioral observations, we find that the present English vocabulary learning ability of junior high school students in small and medium-sized cities is unsatisfactory, mainly because of their general lack of contextual awareness. As a result, the efficiency of vocabulary learning and application is seriously affected. So, how to strengthen their sense of context and effectively improve their ability and efficiency in the use of vocabulary? Therefore, the present study takes 120 students in two ordinary classes of Grade 2014 of junior middle school affiliated to Henan normal University as the experimental object, taking "story creation" as the main mode of English vocabulary teaching, and carries out classroom action research. The study focuses on two questions: (1) what changes will "story creation" bring to the eighth graders' English vocabulary learning? (2) what influence will "story creation" have on the attitude and concept of English vocabulary learning among the eighth graders? In this study, learning logs and introspection logs are used to track the changes of students' English vocabulary learning strategies, contextual awareness, vocabulary learning attitudes and concepts in the process of story creation. There are two main ways for students to create stories: original stories based on English syllabus vocabulary and rewriting stories based on book content. Data from a four-month classroom action study show that students' English vocabulary learning strategies are enriched, especially the "mind map, association, image, and contextual inference" related to the context of the story genre. Understanding the meaning of new words and other strategies 2) the students'"outlook on English vocabulary learning" can be reconstructed to realize that interest, self-confidence and application are the best teachers to improve students' ability to grasp common connectors and to think logically. Reflective thinking and innovative thinking ability can be strengthened. This study focuses on English vocabulary learning at the applied level.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41
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本文編號(hào)：1802425